Writing academic English ppt

Paragraph Structure A paragraph is a group ofrelated sentences that discuss one and usually only one main idea.. The Three Parts of a Paragraph All paragraphs have a topic sentence and s

Acknowledgments xi

PART I WR1T1NG A PARAGRAPH • • 0 • • It • It 0 • • • • • • • • • 1

Chapter 1 Paragraph Structure :2

The Three Parts of a Paragraph 3

The Topic Sentence - 4

Position of Topic Sentences 5

The Two Parts of a Topic Sentence 9

Supporting Sentences 11

The Concluding Sentence 13

Review , 16 Writing Practice 16

Chapter :2 Unitv and Coherence 18 Unity " ~ 18 Coherence 21 Repetition of Key Nouns 22 Key Noun Substitutes' 23

Consistent Pronouns ' 24

Transition Signals 25

Logical Order 34

Review 36 Writing Practice 37

Chapter 3 Supporting Details: Facts, Quotations, 39 and Statistics Facts versus Opinions 39

Using Outside Sources 41 PlagiarislTI 41

Citing Sources 42

Quotations " 42

Direct Quotations 42 Reporting Verbs and Phrases 43

Punctuating Direct Quotations 45

iii

Writing Practice 49

Statistics - 51

Writing Practice 53

Review 54

Cause/Effect Essays 94 Chronological Order: Process Essays 81

From Paragraph to Essay 56

WR1T1NG AN ESSAV • 55

Organization for Cause/Effect Order 95

Block Organization 95

Chain Organization 98

Cause/Effect Signal Words and Phrases 101 Thesis Statements for a Process Essay 84 Transition Signals for Chronological Order 86 Review 88

Wliting Practice 89

Applying What You Have Leamed 89 Reading 1 89 Questions 90 Suggestions for Discllssion or Writing 91

Reading2 92 Questions 92 Suggestions for Discussion or Writing 93

The Three Parts of an Essay 56 The Introductory Paragraph 59

Funnel Introduction 60 Attention-Getting Introduction 61

Thesis Statement 63 Body Paragraphs 64 Logical Division of Ideas 64

Thesis Statements for Logical Division of Ideas 65

Thesis Statement Pitfalls 67 Transition Signals between Paragraphs 69 The Concluding Paragraph 72 Essay Outlining 75

Review '" 77 Wliting Practice 78 Applying What You Have Leamed 78

Reading , , 79

Questions 80 Suggestions for Discussion or Writing 80

Chapter 6

Chapter 5

PARTH

Chapter 4

Paraphrasing 127

Plagiarism 128

Using Paraphrases as Support 135

Summarizing 136

Review 141

Argumentative Essal's 142 Paraphrase and SummaT1' 121 Comparison/Contrast Essal's 111

Organization of Argumentative Essays 143

The Introductory Paragraph 147

Thesis Statement 147

Review " " , , 150

Writing Practice 150

Applying What You Have Learned 151

Topic1, Reading1 151

Questions 153

Topic1, Reading2 154

Questions 155

Topic2,Reading 1 156

Questions 157

Topic 2, Reading 2 158

Questions 160

Cause Signal Words " 101 Effect Signal Words 102

Review , 105

Writing Practice 105

Applying What You Have Learned 106

Reading 107

Questions 108

Suggestions for Discussion or Writing 110

Organization of Comparison/Contrast Essays 113

Point-by-Point Organization 113

Block Organization ' 114 Comparison and Contrast Signal Words 116

Comparison Signal Words 116

Contrast Signal Words ; -;-' 119 Review , 122

Writing Practice 123

Applying What You Have Learned 124

Reading 124

Questions 126

Suggestions for Discussion or Writing 126

Chapter 9

Chapter 8

Chapter 1

Chapter 10 1)jpes of Sentences 162

Kinds of Adverb Clauses 211

Punctuation of Adverb Clauses 211 Time Clauses 211

Place Clauses 213

ThatClauses 195

Sentences Beginning withIt 196

Special Verb Tenses inThat Clauses 198

If/Whether Clauses " 201 Question Clauses 204

Review " 206 Editing Practice 207 Writing Practice 208

119 161

Adverb Clauses 210 Using Paranel Structures and Fixing Sentence Problems Noun Clauses 194 SENTEN CE STRUCTURE Parallelism 179

Parallelism with Coordinators:And, Or, But 180

Parallelism with Correlative (Paired) Conjunctions 181

Sentence Problems 183

Sentence Fragments 183 Choppy Sentences 185

Run-On Sentences and Comma Splices 188

Stringy Sentences 190

Review " '" '" , 191

Editing Practice 193 Clauses 162

Independent Clauses 163

Dependent Clauses 163

Kinds of Sentences 164 Simple Sentences 164 Compound Sentences 165

Complex Sentences 172

Compound-Complex Sentences 174

Sentence Types and Writing Style 175

Review " " 177

Contents

Chapter 13

Chapter 12

Chapter 11

PART HI

Distance, Frequency, and Manner Clauses 214

Reason Clauses 216

Result Clauses 218 Purpose Clauses 220 Contrast Clauses 222

Direct Opposition Clauses 222

Concession (Unexpected Result) Clauses 223

Conditional Clauses 225 Review 227

Editing Practice 228

Writing Practice 229 Chapter 14 Adjective Clauses 230 Relative Pronouns and Adverbs 231 Position of Adjective Clauses 231 Verb Agreement in Adjective Clauses < 232

Kinds of Adjective Clauses 234

Relative Pronouns as Subjects 234

Relative Pronouns as Objects 236 Possessive Adjective Clauses 238

Relative Pronouns as Objects of Prepositions 240

Relative Pronouns in Phrases of Quantity and Quality 243

Adjective Clauses of Time and Place 244 Review 247

Editing Practice 248

Writing Practice : 249

Chapter 15 Participial Phrases 250 Participles 250

Pmticipial Phrases 251

Reduced Adjective Clauses 252

Position and Punctuation of Participial Phrases 252 General Form-ingPmticipial Phrases 253

General Form-edParticipial Phrases 254

Perfect Form Participial Phrases 255

Participial Phrases and Writing Style 257

Reduced Adverb Clauses 258 Review 261

Editing Practice 263

Writing Practice 263 Appendix A: The Process of Academic Writing 265

The Writing Process, Step 1: Creating (Prewriting) 265

The Writing Process, Step 2: Planning (Outlining) 271

The Writing Process, Step 3: Writing 272

The Writing Process, Step 4: Polishing 273

Editing Practice 277

Appendix B: Punctuation Rules 280

Commas 280 Semicolons 283 Colons , 285

Quotation Marks 288

Editing Practice 289

Appendix C: Charts of Connecting Words and Transition Signals 291 Coordinating Words 291

Subordinating Words '.' 292

I Conjunctive Adverbs 295

Transition Signals 297 Appendix D: Editing Symbols 300 Appendix E: Research and Documentation of Sources 303

Types of Sources 303

Evaluating Sources 304 Documentation of Sources 306 In-Text Citations 306

Works-Cited Lists 308

Appendix F: Self-Editing and Peer-Editing Worksheets 313 Scoring Rubrics 315

Index 331 Credits 337

What's New in

the Fourth

Edition

Preface

Writing Academic English, Fourth Edition, is a comprehensive rhetoric and sentence

structure textbook/workbook for high-intermediate to advanced English languagelearners who are in college or are college bound The book teaches writing in astraightforward manner, using a step-by-step approach Clear, relevant models illus-trate each step, and varied practices reinforce each lesson

The first part of the book provides a quick review of paragraph writing and marizing, followed by a chapter that introduces the essay The second part of thebook offers comprehensive chapters on process, cause/effect, comparison/contrast,and argumentative essays Sentence structure, with special emphasis on subordi-nated structures, is taught in the third part of the book

sum-Throughout the book, models and practices feature general acade1].ic topics thatare timely and relevant to students living in a rapidly changing world In addition,readings from cun-ent, real-world publications conclude the chapters on differentessay forms Most chapters offer a variety of writing assignments, and each chapterends with a review of the main teaching points

Appendices explain the writing process; give punctuation rules; show charts ofconnecting words, transition signals, and editing symbols; and teach students basicresearch and documentation skills Self-editing and peer-editing worksheets andmodel scoring rubrics are also provided References to the appendices appear withinthe chapters where students are likely to benefit most from using this material.Instructors familiar with the third edition will find these changes:

• Part I, Writing a Paragraph, has been condensed from seven to three chapters inorder to move students more quickly to writing essays

• Part II, Writing an Essay, has been expanded froJ:Il two to five chapters Eachpattern of essay organization now has its own chapter

A new chapter on argumentative essays has been added This chapter also serves

as an introduction to using supporting materials from outside sources

• Each essay chapter concludes with one or two short readings, selected because

of their high interest and because they employ the pattern of organization taught

in the chapter Following the readings are exercises asking students to analyzerhetorical devices and patterns and/or to summarize the content Writing assign-ments based on the readings are also provided

Instruction in basic research and documentation skills has been added in dix E Examples of MLA-style in-text citations appear throughout the text

Appen-• The sections on summarizing and paraphrasing have been expanded to includeintermediate-step exercises to help students master these difficult skills

Both self-editing and peer-editing worksheets are provided in Appendix F, alongwith scoring rublics for use by instructors

Finally, models have been updated, practice materials freshened, and nations streamlined, always with the intention of making the material moreaccessible to students

expla-ix

to encourage students to write a variety of complex structures Chapter 10, Types

of Sentences, should be taught at the beginning of the course; subsequent sentencestructure chapters may be taught in any order Wherever possible, instructors shouldintegrate sentence structure with rhetoric For example, adverbial time clauses inPart III may be taught simultaneously with chronological order in Chapter 5.For courses shorter than fifteen weeks, the text is flexible enough to allowinstructors to pick and choose chapters that best suit the needs of their classes.Sentence structure is presented separately from rhetoric, so these chapters may

be omitted altogether, leaving the instructor free to concentrate solely on ing For twelve-week terms, we suggest omitting Chapters 8 and 9 For evenshorter terms, instructors may elect to concentrate solely on the essay, Chapters 4through 9

writ-The topics listed for each writing assignment are only suggestions Some chaptershave more than one kind of topic (1)Some are academic in nature but still generalenough so that students from different disciplines can tackle them (2) Topics on theLighter Side allow students to draw on personal experience (3) Topics for content-based writing assignments that follow the reading at the end of essay chapters relate

to the readings (4) Topics for timed writings are offered in several chapters in order

to give students practice in this important skill

Of course, we encourage instructors to keep their eyes open for topics from rent news or for graphs, photographs, and charts in newspapers on which to basewriting assignments

cur-Group brainstorming and in-class writing of first drafts are especially helpful in theearly stages because the instructor is available for immediate consultation Also, theinstructor can check to make sure everyone is on the right track Pair and group col-laboration is appropriate for brainstorming and editing work; however, writing isessentially an individual task even when done in class

Special assignments are included to be done in class under time pressure to mulate the experience of writing essay examinations-valuable practice forcollege-bound students Instructors should adjust time limits depending on theneeds of the class

sti-The final practice exercises of the sentence-structure chapters usually ask students

to write original sentences Because these practices prove whether the studentsunderstand the structures and can produce them correctly on their own, we encour-age instructors to use them

For most chapters, self-editing and peer-editing worksheets are plinted back-to-back

in Appendix F Instructors can use one or the other, or both, as they prefer Onemethod of using the peer-editing worksheet is to have peer editors record their com-ments on the worksheet An alternative method is to have each student read his or

Two sample scoring rubrics are provided at the beginning of Appendix P, one forparagraphs and one for essays Their purpose is twofold: to show students howinstructors might evaluate their writing, and to suggest a schema for instructors to

do so Instructors are invited to photocopy the rubrics Of course, the rubrics may

be modified to suit individual assignments and individual preferences

The photographs introducing each chapter of the book depict some of the forms

of written communication used by diverse cultures throughout the evolution

of civilization

Many people have contributed to this edition of Writing Academic English We

especially thank Laura Le Drean, who traveled countless miles and spent countlesshours gathering valuable feedback from users of the previous edition Thanks also

to our development editor, Molly Sackler, for making sure of the accuracy of ourinformation and the consistency of its presentation, and to our production editors,Lynn Contrucci and Jane Townsend, for their expertise in fitting all these words ontothe printed page Special thanks also to Rhea Banker, who found the beautiful pho-tographs that appear on the opening pages of each part and each chapter

To the many students and teachers who took the time to offer suggestions, weextend our heartfelt thanks: David Ross, Intensive English Program, Houston,Texas; Marsha Gerechter Abramovich, Tidewater Community College, VirginiaBeach, Virginia; Alex Jones, Seattle, Washington; Anita Sokmen, Director, EnglishLanguage Programs Extension Courses & Marketing, University of Washington,Seattle, Washington; Patty Heises, University of Washington, Seattle, Washington;Angelina Arellanes-Nunez, University of Texas at El Paso; Donie Brass, Annapolis,Maryland; Barbara Smith-Palinkas, Tampa, Florida; Jacqueline Smith, Brooklyn,New York; and Diana Savas, Pasadena City College, Pasadena, California We hopeyou recognize the many places where your advice has helped to improve the book

Writing a Paragraph

Paragraph Structure

A paragraph is a group ofrelated sentences that discuss one (and usually only one)

main idea A paragraph can be as short as one sentence or as long as ten sentences.The number of sentences is unimportant; however, the paragraph should be longenough to develop the main idea clearly

A paragraph may stand by itself In academic writing, you often write a paragraph

to answer a test question such as the following: "Define management by objective,and give one example of it from the reading you have done for this class." A para-graph may also be one part of a longer piece of writing such as an essay or a book

We mark a paragraph by indenting the first word about a half inch (five spaces on

a typewriter or computer) from the left margin

The following model contains all the elements of a good paragraph Read it fully two or three times Then answer the Writing Technique questions that follow,which will help you analyze its structure

care-Chapter 1 I Paragraph Structure 3

Paragraph

Structure

Writing Technique Questions

1 What is the topic of the paragraph?

2 What two main points does the writer make about the topic?

3 In which two sentences does the writer say that there aretwomain points?

4 What examples does the writer use to support each point?

The Three Parts of a Paragraph

All paragraphs have a topic sentence and supporting sentences, and some graphs also have a concluding sentence

para-The topic sentence states the main idea of the paragraph.Itnot only names the topic

of the paragraph, but it also limits the topic to one specific area that can be discussedcompletely in the space of a single paragraph The part of the topic sentence thatannounces the specific area to be discussed is called the controlling idea Notice howthe topic sentence of the model states both the topic and the controlling idea:

@ a precious metal, is prized for two important characteristics.

Supporting sentences develop the topic sentence That is, they explain or provethe topic sentence by giving more information about it Following are some of thesupporting sentences that explain the topic sentence about gold

First of all, gold has a lustrous beauty that is resistant to corrosion.

For example, a Macedonian coin remains as untarnished today as the day

it was made 25 centuries ago.

Another important characteristic of gold is its usefulness to industry and science The most recent use of gold is in astronauts' suits.

llustrous: glowing 2corrosion: chemical damage 3untarnished: unchanged in color

4 Part 1 I Writing a Paragraph

The concluding sentence signals the end of the paragraph and leaves the reader

with important points to remember:

In conclusion, gold is treasured not only for its beauty but also for its utility.

Concluding sentences are customary for stand-alone paragraphs However, graphs that are parts of a longer piece of writing usually do not need concludingsentences

para-The Topic Sentence

Every good paragraph has a topic sentence, which clearly states the topic and thecontrolling idea of the paragraph

A topic sentence is the most important sentence in a paragraph It bliefly indicateswhat the paragraph is going to discuss For this reason, the topic sentence is a helpfulguide to both the writer and the reader The writer can see what information to include(and what information to exclude) The reader can see what the paragraph is going to

be about and is therefore better prepared to understand it For example, in the modelparagraph on gold, the topic sentence alerts the reader to look fortwo characteristics.Here are three important points to remember about a topic sentence

1 A topic sentence is a complete sentence; that is, it contains at least onesubject and one verb The following arenot complete sentences because

they do not have verbs:

Driving on freeways.

How to register for college classes.

The rise of indie films.!

2 A topic sentence contains both a topic and a controlling idea.Itnames thetopic and then limits the topic to a specific area to be discussed in the space

of a single paragraph

Driving on freeways requires skill and alertness.

Registering for college classes an be a frustrating experience for new students.

TOPIC TOPIC

CONTROLLING IDEA

CONTROLLING IDEA

The rise of indie film is due to several factors.

'indie films: independent films; films not made in or by Hollywood studios

of Topic

Sentences

Cbapter 1 I Paragraph Structure 5

3 A topic sentence is the most general statement in the paragraph because

it gives only the main idea It does not give any specific details A topicsentence is like the name of a particular course on a restaurant menu

When you order food in a restaurant, you want to know more about

a particular course than just "meat" or "soup" or "salad." You want toknow generally what kind of salad it is Potato salad? Mixed green salad?Fruit salad? However, you do not necessarily want to know all the

ingredients Similarly, a reader wants to know generally what to expect

in a paragraph, but he or she does not want to learn all the details in thefirst sentence

Following is a general statement that could serve as a topic sentence

The Arabic origin of many English words is not always obvious

The following sentence, on the other hand, is too specific It could serve as a

sup-porting sentence but not as a topic sentence

The slang expression solong (meaning "good-bye") is probably_$ corruption ofthe Arabicsalaam.

This sentence is too general.

English has been influenced by other languages

The topic sentence is usually (but not always) the first sentence in a paragraph.Experienced writers sometimes put topic sentences in other locations, but thebest spot is usually right at the beginning Readers who are used to the Englishway of writing want to know what they will read about as soon as they beginreading

Synonyms

Synonyms words that have the same basic meaning do not always havethe same emotional meaning For example, the words stingyand frugal bothmean "careful with money." However, calling someone stingy is an insult,but calling someone frugal is a compliment Similarly, a person wants to beslender but not skinny, aggressive but not pushy Therefore, you should becareful in choosing words because many so-called synonyms are not reallysynonymous at all

Sometimes a topic sentence comes at the end In this case, the paragraphoften begins with a series of examples Other paragraphs may begin with a series

of facts, and the topic sentence at the end is the conclusion from these facts

6 P.ut 1 I Writing a Paragraph

Medical Miracles to Come

By the year 2009, a vaccine l against the common cold will have been developed By the same year, the first human will have been successfully cloned 2 By the year 2014, parents will be able to create designer children Genetic therapy will be able to manipulate genes for abilities, intelligence, and hair, eye, and skin color By 2020, most diseases will be able to be diagnosed and treated at home, and by 2030, cancer and heart disease will have been wiped out These are just a few examples of the medical miracles that are expected in the next few decades.

Step 1 Read the sentences in each group, and decide which sentence is the

best topic sentence Write best TS (for "best topic sentence") on

the line next to it

Step 2 Decide what is wrong with the other sentences They may be too

general, or they may be too specific, or they may be incomplete

sentences Write too general, too specific, or incomplete on the

lines next to them

The first one has been done for you as an example

Group 1

_ :t:.::;o ::.o-"s""I?'-=e =.ciC'-fi'-=c_ _ a A lunar eclipse is an omen of a coming disaster

_ -'t""'o-"'-o-;;g""e"-'n-'=Cerc.::a"-'-'_ _b Superstitions have been around forever

_ :b:: :e""s:.::;t-!-r!.-"S== c People hold many superstitious beliefs about the

moon

Group 2_ _ _ _ _ _ _ _ a The 11istory of astronomy is interesting

_ _ _ _ _ _ _ _ b Ice age people recorded the appearance of new moons

by making scratches in animal bones

_ _ _ _ _ _ _ _ c For example, Stonehenge in Britain, built 3500 years

ago to track the movement of the sun

_ _ _ _ _ _ _ _ d Ancient people observed and recorded lunar and solar

events in different ways

Ivaccine: medicine that prevents a specific disease such as polio 2cloned: made an exact copy of

Chapter 1 I Paragraph Structure 7

_ _ _ _ _ _ _ _ d Not to mention mad cow disease

_ _ _ _ _ _ _ _ e Food safety is an important issue

Group 4

_ _ _ _ _ _ _ _ a Hybrid automobiles more economical to operate than

gasoline-powered cars

_ _ _ _ _ _ _ _ b The new hybrid automobiles are very popular

_ _ _ _ _ _ _ _ c Hybrid cars have good fuel economy because a

computer under the hood decides to run the electricmotor, the small gasoline engine, or the two together._ _ _ _ _ _ _ _ d The new hybrid automobiles are popular because of

their fuel economy

Group 5

_ _ _ _ _ _ _ _ a The North American Catawba Indians of the Southeast

and the Tlingit of the Northwest both see the rainbow

as a kind of bridge between heaven and earth

_ _ _ _ _ _ _ _ b A rainbow seen from an airplane is a complete circle._ _ _ _ _ _ _ _ c Many cultures interpret rainbows in positive ways._ _ _ _ _ _ _ _ d Rainbows are beautiful

_ _ _ _ _ _ _ e The belief that you can find a pot of gold at a

rainbow's end

B Remember that the topic sentence is the most genyral statement in a

paragraph Read the following scrambled paragraphs and decide which

sentence is the topic sentence Write TS on the line next to that sentence.

Paragraph 1

_ _ a A notes/memo function lets you make quick notes to yourself

_ _ b Other capabilities include word processing, spreadsheets, and e-mail._ _ c A voice recorder that uses a built-in microphone and speaker works

like a tape recorder

_ _ d Basic tools include a calendar to keep track of your appointments, an

address and phone number book, to-do lists, and a calculator

_ _ e MP3 playback lets you listen to digital music files, and a picture

viewer lets you look at digital photos

_ _ f Most personal digital assistants (PDAs) have tools for basic tasks as

well as for multimedia functions

_ _ g A few models also include a built-in digital camera and keyboard

8 Part 1 I Writing a Paragraph

Paragraph 2_ _ a Twelve years afterSputnik, the United States caught up by becoming

the first nation to land a man on the moon

_ _ b The Europeans have joined the competition, vowing to land European

astronauts on the moon by 2025 and on Mars by 2035

_ _ c The number of nations competing in the "space race" has grown

since the early days of space exploration

_ _ d China joined the competition in 2003 when it launched

Shenzhou 5.

_ _ e Initially, the former Soviet Union took the lead when it sent the first

man into Earth orbit in the spaceship Sputnik in 1957.

_ _ f For almost 50 years, the United States and Russia were the only

competitors in the contest to explore space using mannedspacecraft

Paragraph 3_ _ a Another important change was that people had the freedom to live

and work wherever they wanted

_ _ b The earliest significant change was for farming families, who were

no longer isolated

_ _ c The final major change brought by the automobile was the building

of superhighways, suburbs, huge shopping centers, and theme parkssuch as Disney World in Florida

_ _ d The automobile revolutionized the way of life in the United States._ _ e The automobile enabled them to drive to towns and cities

comfortably and conveniently

_ _ f In fact, people could work in a busy metropolitan city and dlive

home to the quiet suburbs

Paragraph 4_ _ a In time, this melted part rises as magma.I

_ _ b The formation of a volcanic emption is a dramatic selies of events._ _ c As the plate" sinks, friction and Earth's heat cause part of it

to melt

_ _ d The magma produces heat, steam, and pressure

_ _ e First of all, most volcanoes are fGlIDed where two plates collide.3

_ _ f Then one of the plates is forced under the other and sinks

_ _ g When the heat, steam, and pressure from the magma finally reach the

surface of Earth, a volcanic emption occurs

Imagma: melted rock inside Earth

"plate: large, solid section of rock collide: crash into each other

The TWo Parts

As noted earlier a topic sentence has two essential parts: the topic and the ling idea The topic names the subject of the paragraph The controlling idea limits

control-or controls the topic to a specific area that you can discuss in the space of a singleparagraph

TOPIC CONTROLLING IDEA

Enience~areeasy to prepare.

The reader immediately lmows that this paragraph will discuss how easy it is toprepare convenience foods and perhaps give some examples (canned soup, frozendinners, and so on)

Immigrants have contributed many delicious foods t o € CUi~

The reader of tins topic sentence expects to read about various ethnic foods popular

in the United States: tacos, egg rolls, sushi, baklava, pizza, and so on

A topic sentence should not have controlling ideas that are unrelated The threeparts of the following controlling idea are too unrelated for a single paragraph Theyrequire three separate paragraphs (and perhaps more) to explain fully

Indie films are characterized by experimental techniques, low production costs, and provocative themes.

Independent films are characterized by experimental techniques.

Circle the topic and underline the controlling idea in each of the followingsentences The first one has been done for you as an example

1 Fiv-ing-on-freew.~ys requires skill and alertness

3'\9~~()1Q!f~s~~~~ggressive attitude

5 ~~ ~liO~Rico a tourist ,QaradisL

7 Wanyreligious rules arose from the healthneeds-oLancienLtimes

8.~rit~b~Jiof~~;i-~l;~ is the highcost of~lli!i(2I!J:l!ldbooks

9.(particip1l.ting i~class cliscussio;s.-is aproble~'fo~ ie~~~al differe;g~;~~ps

9.!_~!.':l d.~B!§.,_=:-:-= =c~.=~ ===:~ _·_-_._ "' -'

11.'Q\?Inil1K(1n, , ,_ -'-" automobiTe~iS-ane~~;sitY19ijJie.-···"." , ," , "_' • , _e'<' • ,,':"" :.:,'" ::;.:;:"._ _ _ c."'_~_"_" ; ;; ,:.,,""".0 · " _•• ~-"~ '-~'~. -_

:><:; _.,,-_., • ,~.~.»._-" " •• ,-,.",, ,-,,-'

10 Part 1l I Writing a Paragraph

English speakers relaxing at home, for example, may put on kimonos, which is a

Japanese word English speakers who live in a warm climate may take an

afternoon siesta on an outdoor patio without realizing that these are Spanish words In their gardens, they may enjoy the fragrance of jasmine flowers, a word that came into English from Persian They may even relax on a chaise while snacking on yogurt, words of French and Turkish origin, respectively At night, they may shampoo their hair and put on pajamas, words from the Hindi language

Supporting Sentences

Your home town Advertising

1 Using a cell phone while driving can be dangerous

2 There are certain rules of cell phone manners thateveryone should know

cell phones

3 Cell phones have changed the way we communicate

Step 1 Read Paragraphs A and B about red-light running Notice the different

specific supporting details that have been added to ParagraphB

Step 2 Locate the topic sentence in ParagraphB Circle the topic and

underline the controlling idea

Step 3 Which supporting sentences in Paragraph B contain the kinds of

details listed below? Give the sentence numbers of each kind

Topics Movies Word processors

ExampleTopic:

Topic sentences:

Paragraph 3

For example, the Eskimos, living in a treeless region of snow and ice, sometimes build temporary homes out of thick blocks of ice People who live in deserts, on the other hand, use the most available materials, mud or clay, which provide good insulation from the heat In Northern Europe, Russia, and other areas of the world where forests are plentiful, people usually construct their homes out of wood In the islands of the South Pacific, where there is an abundant supply of bamboo and palm, people use these tough, fibrous plants to build their homes.

Supporting sentences explain or prove the topic sentence One of the biggest problems

in student writing is that student writers often fail to support their ideas adequately.They need to use specific details to be thorough and convincing

There are several kinds of specific supporting details: examples, statistics, andquotations

c. With your classmates, choose three topics that interest you as a group Write

a topic sentence for each topic Be sure to include a controlling idea

B On a piece of paper, write two or three topic sentences for each of the followingtopics.Inother words, give two or three controlling ideas for the same topic

Supporting

Sentences

to get home, so drivers run red lights everywhere The police do not do much about it because they are too busy The only time they pay attention is when there is an accident, and then it is too late In conclusion, running a red light is

a serious offense.

Paragraph B: Paragraph with Support

Red-Light Running

"!Although some people think red-light running is a minor traffic violation that is

no worse than jaywalking, it can, in fact, become a deadly crime iied-Iight runners cause hundreds of accidents, including deaths and injuries as well as millions of dollars in damages tach year more than 900 people die, and nearly 200,000 are injured in crashes that involve red-light running 4fv1otorists run red lights all the time.

!for example, in Fairfax, Virginia, a five-month-Iong survey at five busy intersections revealed that a motorist ran a red light every 20 minutes ERed-light runners

are seldom caught 7According to the Insurance Institute for Highway Safety,

"Communities don't have the resources to allow police to patrol intersections as often as would be needed to ticket all motorists who run red lights" ("Q&A").2

The next section shows you how to use examples as support Other types ofsupport-facts, statistics, and quotations-are explained in Chapter 3

Examples Examples are perhaps the easiest kind of supporting detail to use because you can

often take examples from your own knowledge and experience You don't have tosearch the library or the Internet for supporting material Furthermore, examplesmake your writing lively and interesting, and your reader is more likely to remem-ber your point if you support it with a memorable example

Words and phrases that introduce examples includefor example,for instance, and such as See Transition Signals on pages 25-29 in Chapter 2 for more information.

Ijaywalking: crossing a street where there is no marked area for it 2"Q&A: Red Light Running." Insurance Institute for Highway Safety June 2003 26 Feb 2004

<http://www.hwysafety.org/safetyjacts/qanda/rlc.htm>.

The Concluding Sentence

Writing Technique Questions

1 What is the main idea of this paragraph? Underline the part of the topicsentence that expresses the main idea

2 What examples does the writer use to support this idea? Put brackets [around them

3 What words and phrases introduce the examples? Circle them

Language and Perception

II possess the same physical organs for sensing the w earing,noses for smelling, skin for feeling, and

n of the world depends to a great extent on the rding to a famous hypothesis 3

proposed by lingu Edward enjamin Lee Whorf They hypothesized that language is like

a pair of eyeglasses through which we "see" the world in a particular way A classic example of the relationship between language and perception is the word

snow. Eskimo languages have as many as 32 different words for snow For instance, the Eskimos have different words for falling snow, snow on the ground, snow packed as hard as ice, slushy snow, wind-driven snow, and what we might call "cornmeal" snow The ancient Aztec languages of Mexico, in contrast, used only one word to mean snow, cold, and ice Thus, if the Sapir-Whorf hypothesis

is correct and we can perceive only things that we have words for, the Aztecs perceived snow, cold, and ice as one and the same phenomenon 4

3hypothesis: theory that has not been proven phenomenon: thing or event(plural: phenomena)

A concluding sentence serves two purposes:

1 It signals the end of the paragraph

2 It leaves the reader with the most important ideas to remember It can dothis in two ways:

• By summmizing the main points of the paragraphOR

• By repeating the topic sentence in different words

A paragraph does not always need a concluding sentence For single paragraphs,especially long ones, a concluding sentence is helpful to the reader because it is

a reminder of the important points However, a concluding sentence is not neededfor every paragraph in a multiparagraph essay

You may want to begin your concluding sentence with one of the signals in thelist on page 14 You may also end a paragraph without a formal signal or perhaps byusing an expression like those in the column on the right

MODEE

Paragraph

Supported with

Examp'es

1 Many writing teachers thinkIn conclusion and In summary are overused

and so will not want you to use them

2 Do not use the phraseAt last as an end-of-paragraph signal At last means

"at the end of a long period of time," as in this sentence:At last, you've come home.

End-of-Paragraph Signals Followed by a Comma

End-of-Paragraph Signals Not Followed by a Comma The evidence suggests that There can be no doubt that These examples show that

We can see that

Lastly, Therefore, Thus,

To sum up,

Finally,

In brief,

In conclusion, Indeed,

In short,

The models that follow demonstrate the two ways of writing a concluding tence As you read them, determine which concluding sentence summarizes themain points and which concluding sentence repeats the topic sentence in differentwords

sen-Greeting Cards

Have you noticed how many different kinds of greeting cards au can buy these days? In the old days, the local drugstore had one rack display' maybe five or six basic kinds of cards You could walk into the store and choose an appropriate card in five minutes or less Nowadays, however, t e display space for greeting cards is as big as a soccer field, and it may take

an hour or two to hunt down exactly the right card with exactly the right message There are at least 30 categories of birthday cards alone: birthday cards for different ages, from different ages, for different relatives, from different relatives, for different genders, from different genders, from a couple, from the office, for dog owners, for cat owners, and so on There are cards for getting ajob, for retiring from a job, for acquiring a pet, for losing a pet, for becoming engaged, for breaking up There are also greeting cards to send for no reason-"Thinking of you" or "Just because" cards The newest type of card is the "encouragement card." An encouragement card offers comforting thoughts and helpful advice to someone who is sad or distressed

in these troubled times In short, there is now a greeting card for every possible life event and for a few nonevents as well.

MODELS

Concluding

Sentences

Paragraph 1 You can be a good conversationalist by being a good listener When you are conversing with someone, pay close attention to the speaker's words while looking

at his or her face Show your interest by smiling and nodding Furthermore, do not interrupt while someone is speaking; it is impolite to do so If you have a good story, wait until the speaker is finished Also, watch your body language; it can affect your communication whether you are the speaker or the listener For instance, do not sit slumped in a chair or make nervous hand and foot movements Be relaxed and bend your body slightly forward to show interest in the person and the conversation.

Step1 Underline the topic sentence in each paragraph

Step 2 Add a good concluding sentence to each paragraph You may either

paraphrase the topic sentence or summarize the main points

Step 3 Practice using end-of-paragraph signals by starting each concluding

sentence with one

Writing Technique Questions

1 In which paragraph does the concluding sentence summarize the main points

of the paragraph, which are not specifically stated in the topic sentence?

2 In which paragraph does the concluding sentence paraphrase (repeat indifferent words) the topic sentence?

3 Circle the conclusion signals in each paragraph

Note: Never introduce a new idea in the concluding sentence.

In conclusion, we now have more variety of greeting cards to choose from,

but they are also becoming very expensive (This is a newidea~)

In conclusion, there are many other legends like this one in Hawaii (This isa

to prevent them from being together, one of the families moved to the mountains, separating the young couple forever As a result, the naupaka flower separated into two halves; one half moved to the mountains, and the other half stayed near the beach This story is a good example of a legend invented by native people

to interpret the world around them.

16 Part 1 I Writing a Paragraph

These are the important points covered in this chapter:

1 A good topic sentence

• is a complete sentence with a subject, a verb, and a controlling idea

• is neither too general nor too specific It clearly states the main idea ofthe paragraph but does not include specific details

• is usually the first sentence in the paragraph

2 Good supporting sentences

• explain or prove the topic sentence

• are specific and factual

• can be examples, statistics, or quotations

3 A good concluding sentence

• signals the end of the paragraph

• summarizes the important points briefly or restates the topic sentence

in different words

Writing Practice

In the back of the book is an appendix outlining the steps in the writing process(Appendix A, pages 265-279) Following the writing process steps will help youwrite successfully Your instructor may direct you to follow some or all of them

Step 1 Begin with a topic sentence that you wrote in Practice 3 Write several

supporting sentences Include at least one specific example End with

a concluding sentence

Writing under

Pressure

Chapter 1 I Paragraph Structure 17

Step 2 After you have completed the first draft of your paragraph, use

Self-Editing Worksheet 1.Itis on page317 at the back of the book.Answer the questions on it and write a second draft if necessary Tearthe page out of the book and bling it with your paragraph to class

Step 3 Exchange papers with a classmate and check each other's paragraph

using Peer-Editing Worksheet 1 on page 318 It is on the back side

of the Self-Editing Worksheet After your classmate has completed thechecklist, discuss it with him or her and decide what changes youshould make

Step 4 At home or in class (as your instructor directs), write a final copy of

your paragraph, making any improvements you discussed with yourpeer editor

Step 5 Hand in your first draft, your second draft, and the page containing the

two editing worksheets Your instmctor may also ask you to hand inany prewriting (brainstorming and/or outline) that you did for thisassignment

These assignments give you practice in thinking and wliting quickly,-as you willhave to do for essay examinations Your instmctor may choose to change the timelimit or assign other topics depending on the needs and interests of the class

Choose one of the suggested topics and write a well-organized paragraph Yourinstructor will give you a time limit Try to use a specific example to support your topicsentence

• Spend 1 to 2 minutes at the beginning thinking of ideas and organizingthem

• Spend 1 to 2 minutes at the end checking your work for errors

• Spend the remaining time writing

Topic SuggestionsWhy some children have imaginary friendsThe difficulty of translating from one language to anotherThe dependence of humans on machines

PetsJewelryAny topic sentence from Practice 2 on page 9

Unitl' and Coherence

Ancient Greek disk with hieroglyphs

An important element of a good paragraph is unity Unity means that a paragraph

discusses one and only one main idea from beginning to end For example, if yourparagraph is about the advantages of owning a compact car, discuss only that Do

not discuss the disadvantages Furthermore, discuss only one advantage, such as gas

economy, in each paragraph If you begin to discuss another advantage, start a newparagraph Sometimes it is possible to discuss more than one aspect of the same idea

in one paragraph ifthey are closely related to each other. For example, you coulddiscuss gas economy and low maintenance costs in the same paragraph because theyare closely related, but you should not discuss both gas economy and easier parking

in the same paragraph because they are not closely related

The second part of unity is that every supporting sentence must directly explain

or prove the main idea For example, in a paragraph about the high cost of tion drugs in the United States, you could mention buying drugs from pharmacies

Chapter 2 I Unlq" and Coherence 19

outside the United States as an alternative, but if you write several sentences aboutbuying drugs outside the United States, you are getting off the topic, and your para-graph will not have unity

A The three paragraphs that follow all discuss the same topic Only one of themshows unity First read the paragraphs Then answer these questions

1 Which paragraph has unity?

2 Which paragraph does not have unity because it discusses two differenttopics?

3 Which paragraph does not have unity because it has sentences that are notrelated to the main topic?

to blue light Other studies have shown that the color green is calming Green was

a sacred color to the Egyptians, representing the hope and joy of spring It is also

a sacred color to Moslems Many mosques and religious temples throughout the world use green (the color of renewal and growth) and blue (the color of heaven)

to balance heavenly peace with spiritual growth To sum up, color influences us

in many ways (Daniels10).'

Paragraph 2

Effects of Color

Colors create biological reactions in our bodies These reactions, in turn, can change our behavior In one study, prisoners were put in a pink room, and they underwent a drastic and measurable decrease in muscle strength and hostility within 2.7 seconds In another study, athletes needing short bursts of energy were exposed to red light Their muscle strength increased by 13.5 percent, and electrical activity in their arm muscles increased by 5.8 percent Athletes needing more endurance for longer performances responded best when exposed

to blue light Other studies have shown that the color green is calming After London's Blackfriars Bridge was painted green, the number of suicides decreased

by 34 percent These and other studies clearly demonstrate that color affects not only our moods but our behavior as well (Daniels10)

IDaniels, Amanda "Curing with Color." From House to Home Feb./Mar 2004: 8-10 Published by the Marin Independent Journal, Novato, California.

20 Part 1 I Writing a Paragraph

Paragraph 3

Effects of Color

Colors create biological reactions in our bodies These reactions, in turn, can change our behavior In one study, athletes needing short bursts of energy were exposed to red light Their muscle strength increased by 13.5 percent, and electrical activity in their arm muscles increased by 5.8 percent Athletes needing more endurance for longer performances responded best when exposed to blue light Blue is not a good color for dinnerware, however Food looks less appetizing when it is served on blue plates, perhaps because very few foods

in nature are of that color Other studies have shown that the color green is calming After London's Blackfriars Bridge was painted green, the number of suicides from it decreased by 34 percent It is clear that color affects not just our moods, but our behavior as well (Daniels 10).

B Both of the following paragraphs break the rule of unity because they containone or more sentences that are off the topic

Step 1 Locate and underline the topic sentence of each paragraph.

Step 2 Cross out the sentence or sentences that are off the topic.

Paragraph 1

Adventure travel is the hot trend in the tourism industry Ordinary people are

no longer content to spend their two weeks away from the office resting on a sunny beach in Florida More and more often, they are choosing to spend their vacations rafting down wild rivers, hiking through steamy rain forests, climbing the world's highest mountains, or crossing slippery glaciers J People of all ages are choosing educational study tours for their vacations.

DaredevW sports are also becoming popular Young people especially are increasingly willing to risk life and limb 3 while mountain biking, backcountry snowboarding, or high-speed skateboarding Soccer is also popular in the United States now, although football is still more popular One of the riskiest new sports

is skysurfing, in which people jump out of airplanes with boards attached to their feet Skysurfing rivals 4 skydiving and bungee jumping for the amount of thrills- and risk.

c. Both of the following paragraphs not only have sentences that are off the topicbut also discuss two or more topics

Step 1 Decide where each paragraph should be divided into two paragraphs.

Underline the topic sentence of each

Step 2 Find sentence(s) that are off the topic and cross them out.

19laciers: slowly moving rivers of ice 2daredevil: very dangerous

3life and limb: death and injury (idiom)

r ivals: competes with

Paragraph 1

Because the Internet makes the world a smaller place, the value of having

a common language is greatly increased The question is-which language?

Because the Internet grew up in the United States, the largest percentage of its content is now in English Bill Gates, Microsoft's president, believes that English will remain valuable for a long time as a common language for international communication His company spends $200 million a year translating software into other languages He says, "Unless you read English passably well, you miss out on some of the Internet experience." Someday, software may be available

to instantly translate both written and spoken language so well that the need for any common language could decline That day is decades away, however, because flawless machine translation is a very tough problem Computer spelling checkers also exist for various languages Software that does crudes translations already exists It is useful if all you are trying to do is understand the general idea

of something you see on your computer screen However, if you are trying to negotiate a contract or discuss a scientific subject where details are important, machine translation is totally useless (Gates).6

Even when you try to be polite, it is easy to do the wrong thing inadvertently7

in a new culture For example, when someone offers you food or a beverage in the United States, accept it the first time it is offered If you say, "No, thank you" because it is polite to decline the first one or two offers in your culture, you could become very hungry and thirsty in the United States There, a host thinks that

"no" means "no" and will usually not offer again Meals in the United States are usually more informal than meals in other countries, and the times of meals may

be different Although North Americans are usually very direct in social matters, there are a few occasions when they are not If a North American says, "Please drop by sometime," he mayor may not want you to visit him in his home Your clue that this may not be a real invitation is the word "sometime." In some areas

of the United States, people do not expect you to visit them unless you have

an invitation for a specific day and time In other areas of the United States, however, "dropping by" is a friendly, neighborly gesture Idioms are often difficult for newcomers to understand.

Another element of a good paragraph is coherence The Latin verb cohere means

"hold together." For coherence in writing, the sentences must hold together; that is,the movement from one sentence to the next must be logical and smooth There must

be no sudden jumps Each sentence should flow smoothly into the next one

5 crude: rough, unfinished 6Gates, Bill "One universal language for all on the Internet." Bill Gates: Technolo!!y Syndicated column, 1977.

7inadvertentty: accidentally

"_ 22 Part 1 I Writing a Paragraph

There are four ways to achieve coherence:

1 Repeat key nouns

2 Use consistent pronouns

3 Use transition signals to link ideas

4 Arrange your ideas in logical order

Gold

1Gold,a precIous metal,is prized for two important characteristics 2First of all, gold has a lustrous eauty that is resistant to corrosion 3Therefore, it is suitable for jewelry, coins, an ' amental purposes 4Gold never n(3eds to be polished and will remain beautiful f ,er 5For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago 6 Another important characteristic

of gold is its usefulness to industry and science 7For many years, it has been usea~

in hundreds of industrial applications, such as photography and dentistry 8The ' most recent use of gold is in astronauts' suits 9 Astronauts wear gold-plated heat

shields for proteCtion when they go outside spaceships in space 10ln conclusion, gold is treasured notonly for its beauty but also for its utility.

The easiest way to achieve coherence is to repeat key nouns frequently in your graph Read the model paragraph about gold to see how it uses this technique to

para-smooth the flow of sentences The key noun in this paragraph is gold Circle the word gold and all pronouns that refer to it.

Throughout the following paragraph, the word gold has been replaced by

pro-nouns, making the paragraph much less coherent

in space In conclusion, it is treasured not only for its beauty but also for its utility.

PRACTICE 2

Key Nouns

ll.e1' Noun

Substitutes

A. In the following paragraph, the key noun is never repeated Replace thepronoun it with the key noun English wherever you think doing so would

make the paragraph more coherent

B Inthe following passage about dolphins, replace some of the pronouns withappropriate singular or plural nouns

noticeably and mope 2

around their pool 5Furthermore, they help each other when they are in trouble Blf one is sick, it sends out a m,essage, and others in the area swim to help it 7They push it to the surface of the water so that it can breathe B-rhey stay with it for days or weeks until it recovers or dies ~hey have also helped trapped or lost whales navigate their way safely out to the open sea 1C>Jhey are so intelligent and helpful, in fact, that the U.S Navy is training them

to become underwater bomb disposal experts.

Ifyou do not wish to repeat a key noun again and again, you can use synonyms orexpressions with the same meaning For example, in sentence 8 of the first paragraphabout gold, the writer substituted the noun use as a synonym for application in

sentence 7, thereby smoothing the flow of thought from one sentence to the next

Idroop: sink down mope: act depressed

._ ", 24 Part 1 I Writing a Paragraph

Key Noun

Substitutes

Consistent

Pronouns

Step 1 In the topic sentence of the following paragraph, underline the key

noun that names the topic

Step 2 Then circle (a) repetitions of the key nouns, (b) pronouns that refer to

them, and (c) synonyms that are substitutes for them You should have

a total of 10 circles: 3 circles around key nouns, 3 around pronouns,and 4 around synonyms

A Mardi Gras Custom

1 "Throw me something, mister," is the customary plea for a Mardi Gras

"throw." 21n the final days of Mardi Gras, the season of parties, parades, and revelry! that precedes the Christian period of fasting and penance 2 called Lent, crowds of spectators line the streets of New Orleans 3They hope;t0 catch a Mardi Gras souvenir tossed from parading floats 4 Mardi Gras o~ganizations

called "krewes" build the floats and sponsor the parades, and/~hilecruising along parade routes, costumed krewe members throw plastltrinkets to the crowds below 5The trinkets, which are called "throws," G0hsist of bead necklaces, coins, cups, toys, Frisbees, and figurines stamped with the krewe's symbol or the parade theme 6 Mardi Gras throws are big business for the companies that supply them 7 Krewe members spend an average of $800 on them, and some spend $2,000 or more 8 By far the most treasured of the Mardi Gras mementos are gaudy bead necklaces 9 Originally made of glass, they are now made of plastic (Roach).3

When you use pronouns, make sure that you use the same person and number

throughout your paragraph Don't change from you to he or she (change of person)

or from he to they (change of number) Notice the changes the writer made for

con-sistency in the following example

I revelry: celebration, festivities 2penance: punishment that you accept to say that you are sorry for misbehavior 'Roach, John "The Rich History of Mardi Gras's Cheap Trinkets." National Geographic.com 20 Feb 2004.

24 Feb 2004 <http://news.nationalgeographic.com/news/2004/02/0220_040220_mardigras.html>.

Chapter:1 I Unity and Coherence 25

In the following paragraph, the pronouns are not consistent Correct them to makethis paragraph more coherent

Olympic Athletes

Olympic athletes must be strong both physically and mentally First of all,

if you hope to compete in an Olympic sport, you must be physically strong.

Furthermore, aspiring 4 Olympians must train rigorouslyS for many years For the most demanding sports, they train several hours a day, five or six days a week, for ten or more years In addition to being physically strong, athletes must also

be mentally tough This means that you have to be totally dedicated to your sport, often giving up a normal school, family, and social life Being mentally strong also means that he or she must be able to withstand the intense pressure of interna- tional competition with its accompanying media 6 coverage Finally, not everyone can win a medal, so Olympians must possess the inner strength to live with defeat.

Transition signals are expressions such as first, finally, and however, or phrases such

as in conclusion, on the other hand, and as a result Other kinds of words such as subordinators (when, although), coordinators (and, but), adjectives (another, addi- tional), and prepositions (because of, in spite of) can serve as transition signals.

Transition signals are like traffic signs; they tell your reader when to go forward,tum around, slow down, and stop In other words, they tell your reader when you

are giving a similar idea (similarly, and, in addition), an opposite idea (on the other hand, but, in contrast), an example (for example), a result (therefore, as a result), or

a conclusion (in conclusion).

Transition signals give a paragraph coherence because they guide your readerfrom one idea to the next

Compare paragraphs 1 and 2 that follow Which paragraph contains transitionsignals and is more coherent? Circle all the transition signals you can identify

Paragraph 1 One difference among the world's seas and oceans is that the salinity? varies in different climate zones The Baltic Sea in northern Europe is only one-fourth as salty

as the Red Sea in the Middle East There are reasons for this In warm climates, water evaporates 8 rapidly The concentration 9 of salt is greater The surrounding land is dry and does not contribute much freshwater to dilute lO the salty seawater.

In cold climate zones, water evaporates slowly The runoff created by melting snow adds a considerable amount of freshwater to dilute the saline seawater.

4 aspiring: hopeful

5 r igorously: strictly, without weakness

6 media: radio, television, newspapers, magazines

7 salinity: salt content 8evaporates: dries up 9concentration: percentage (of salt) IOdilute: reduce the concentration

26 Part 1 I Writing a Paragraph

Paragraph 2 One difference among the world's seas and oceans is that the salinity varies

in different climate zones For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East There are two reasons for this First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater In cold climate zones, on the other hand, water evaporates slowly Furthermore, the runoff created by melting snow adds a considerable amount

of freshwater to dilute the saline seawater.

Paragraph 2 is more coherent because it contains transition s~gnals.Each tion signal has a special meaning; each shows how thefollowin~sentence relates to

For example tells you that an example of the preceding id~ais coming

Two tells you to look for two different reasons Ii First of all tells you that this is the first reason. /

Second andfurthennore indicate that additional ideas are coming.

Therefore and consequently indicate that the second statement is a result of the

first statement

On the other hand tells you that an opposite idea is coming.

There are different kinds of transition signals Some of them are listed in the chart

on page 27 You will find a more complete list in Appendix C, pages 297-299.Each group has different rules for position in a sentence and punctuation

Transition Words and Phrases and Conjunctive A.dverbsMost words and phrases in the first two columns of the chart can appear at thebeginning, in the middle, or at the end of one independent clausel and are usuallyseparated by commas

For example, the Baltic Sea in northern Europe is only one-fourth as saline as

the Red Sea in the Middle East.

The runoff created by melting snow, furthermore, adds a considerable amount

of freshwater to dilute the saline seawater.

The Mediterranean Sea is more saline than the Red Sea, however.

3 The short time wordsthen, now, and soon usually do not need commas.

lindependent clause: group of words containing a subject and a verb that expresses a complete thought

Chapter 2 I Unity and Coherence 27

furthermore another (+ noun) moreover an additional besides (+ noun) also

too

To introduce on the other however but although in spite of

anopposite hand nevertheless yet though (+ noun)

ideaor in contrast instead even though despite (+ noun)

To list inorder first, second, the first, second,

third third, etc.

next, last, finally the next, last,

final

To introduce for example an example of

anexample for instance (+ noun)

To introduce accordingly therefore so

aresult as a result consequently

as a hence consequence thus

<;::,'"

28 Part 1 I Writing a Paragraph

The words and phrases in the first two columns of the chart can also connect twoindependent clauses In this case, we use them with a semicolon and a comma

-In warm climate zones, water evaporates rapidly; therefore, the concentration of

salt isgreate~

Both the Red Sea and the Mediterranean have narrow outlets to the ocean;

I INDEPENDENT CLAUSE I

A few societies in the world are matriarchal; that is, the mother is head of the family.

Some English words have no exact equivalents in other languages; for example,

there is no German word for the adjectivefair, as in fair play.

Look at Compound Sentences with Conjunctive Adverbs on pages 168-170 formore examples

Coordinator!;

This group includes the seven coordinating conjunctions and, but, so, or, nor, for, and yet and the five conelative ("paired") conjunctions both and, not only but also, neither nor, either or, and whether or Coordinators mayor

may not have commas When they connect two independent clauses, use a comma

CLAUSE In a matriarchy, the mother is the head of the family, and all the children belong

I

to her clan l

-In warm climate zones, water evaporates rapidly, so the concentration of salt is

I

greater.

r -'NDEPENDENT CLAUSE I , -INDEPENDENT CLAUSE ~

Children not only need love, but they also need discipline.

When coordinators connect two words or phrases, do not use a comma

Would you rather take a written or an oral exam?

Children need not only love but also discipline.

Exception: Some writers use a conuna before but and yet even when they do not

connect independent clauses to emphasize the contrast of the connected ideas

The poem is solemn, yet optimistic in tone.

Look at Compound Sentences with Coordinators on pages 165-167 and the section

on Parallelism Conelative (Paired) Conjunctions on pages 181-183 for more examples

'clan : extended family group

I DEPENDENT CLAUSE I , - - INDEPENDENT CLAUSE-,

The company's net profit declined last year although its sales increased.

Forinformation about subordinators, see Chapter 13.

Others

The transition signals in this group include nouns such as example, adjectives such

as additional,prepositions such as in addition to, verbs such ascause, and adverbs such as too. There are no punctuation rules for tlns group, but it is important to notice what kinds of words follow these signals.

An additional reason for the company's bankruptcy was the lack of competent

management (Additional is an adjective, so it is followed by a noun.)

caused the company's bankruptcy (In addition to is a preposition, so it is

followed bya noun or noun phrase.)

Vocabulary differences between British and American English include words such

asbonnet/hood, petrol/gasoline, windscreen/windshield, and lorry/truck. (Such

asis fol/owed byanoun or noun phrase.)

Step 1 Circle all the transition signals in the following paragraphs.

Step 2 Punctuate the transition signals if necessary.

Genetic research has produced both exciting and frightening possibilities Scientists are now able to create new forms of life in the laboratory because of the development of gene splicing 4 (9n the onehan~the ability to create life in the laboratory could greatly benefit humankind One beneficial application of gene splicing is in agriculture For example researchers have engineered a more nutritious type of rice that could help alleviate the serious problem of vitamin A deficiency It is estimated that124million children worldwide lack vitamin A, putting them at risk of permanent blindness and other health issues In addition genetic engineers have created larger fish, frost-resistant strawberries, and cows that produce more milk Indeed agriculture has already benefited from the promise of genetic engineering.

2dependent clause: group of words containing a subject and a verb that does not express a complete

thought A dependent clause always begins with a subordinator.

3genetic: from gene, the unit of heredity

gene splicing: gene joining

30 Part 1 I Writing a Paragraph

A From the choices given in parentheses, choose the transition signal that bestshows the relationship between the sentences in each group Write the signal

in the space Add punctuation and change capital letters to small letters ifnecessary The first one has been done for you as an example

Note: All the transition signals in this practice are transition phrasesand conjunctive adverbs This is to give you more practice in using andpunctuating these types of transition signals correctly

1 A recent article in Era magazine suggested ways to reduce inflation.The article suggested that the president reduce the federal

budget ;furthermore ,it suggested that the governmentreduce federal, state, and local taxes (however,in contrast,furthermore)

On the other hand not everyone is positive about gene-splicing technology Some people feel that it could have terrible consequences In fact a type of corn engineered to kill a certain insect pest also threatened to annihilate l desirable monarch butterflies In another accident, a genetically engineered type of corn that was approved only for animal consumption because it was toxic to humans accidentally cross-pollinated with corn grown for humans As a result many countries banned imports of genetically modified corn for several years.

Furthermore the ability to clone human beings is a possibility that frightens many people In2004, two South Korean scientists reported that they had successfully cloned a human embryo (Dreifus).2 The embryo did not develop into a baby however it is possible that one could do so in the future, a possibility that not everyone is comfortable with.

'annihilate: wipe out, destroy completely 2Dreifus, Claudia "2 Friends, 242 Eggs and a Breakthrough." New York Times 17 Feb 2004: Fl-2 gravitationai force: the force that pulls things toward Earth

2 The same article said that the causes of inflation were easy tofind the cure for inflation was not so easy toprescribe (however, for example, therefore)

3 Eraalso suggested that rising wages were one of the primary causes ofinflation the government should take action to controlwages (howevel; therefore, for example)

4 In physics, the weight of an object is the gravitational force3

with whichEarth attracts it; , if a man weighs 150 pounds, thismeans that Earth pulls him down with a force of 150 pounds

(moreover, therefore, for example)

5 The farther away from Earth a person is, the less the gravitational force ofEarth a man weighs less when he is 50,000 milesfrom Earth than when he is only 5,000 miles away

(in conclusion, therefore, however)